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Ted Rogers School of Management, Ryerson University Academic Plan Approved by TRSM Faculty Council November 26 th 2014.

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Ted  Rogers  School  of  Management,  Ryerson  University   Academic  Plan  2014-­‐2019  

Approved  by  TRSM  Faculty  Council  November  26th  2014    

Introduction    

The  Ted  Rogers  School  of  Management  (TRSM)  has  grown  into  Canada’s  largest   undergraduate  business  school.    Our  undergraduate  enrollment  has  surpassed   9,000  students,  in  Schools  of  Business  Management,  Accounting  &  Finance,   Hospitality  and  Tourism  Management,  Retail  Management,  Health  Services   Management,  and  Business  Technology  Management.    In  addition,  our  MBA   programs  have  grown  steadily  with  a  current  enrollment  of  approx.  170  FTE   students.      

 

With  such  high  undergraduate  numbers  and  pulling  from  students  mainly  in  the   Greater  Toronto  Area  (GTA),  it  would  be  easy  to  characterize  TRSM  as  a  commuter   undergraduate  business  school.    However,  such  a  characterization  would  completely   miss  the  mark  in  defining  what  differentiates  TRSM.    TRSM  is  the  future  face  of   business  in  Canada  with  arguably  the  most  diverse  student  body  in  Canada.    And   these  students,  aided  by  the  Ryerson  Commerce  Society  (RCS)  are  highly  engaged   and  passionate  about  their  school  and  community.    One  need  only  look  to  the  

number  of  clubs,  societies  and  student  case  competitions  to  get  an  understanding  of   the  co-­‐curricular  life  of  the  School  and  the  commitment  of  students  to  a  well-­‐

rounded  education.    The  business  school  has  grown  with  Ryerson  University,  and  is   poised  to  take  on  a  larger  and  distinctive  role  in  the  global  business  school  

landscape.      

An  external  scan  of  the  Canadian  and  global  education  markets  reveals  important   challenges  that  lie  ahead.    All  western  universities  are  scrambling  for  students  and   the  associated  government  grant  funding  (BIU  or  equivalent)  that  goes  with  them.     In  most  parts  of  Canada,  and  around  the  world,  international  students  are  

aggressively  pursued  to  enhance  declining  domestic  markets.    In  addition,  

technological  change  is  forcing  brick  and  mortar  institutions  to  rethink  their  value   propositions.    Massive  open  on-­‐line  courses  (MOOC’s),  e-­‐universities,  and  the   inaccessibility  of  traditional  education  in  many  parts  of  the  developing  world  are   creating  a  very  different  stasis  for  universities.    Business  schools  are  well  positioned   to  lead  innovation  in  design  and  delivery  because  of  our  close  ties  to  industry  and   deep  roots  in  understanding  change,  but  to  date,  have  only  made  isolated  attempts   to  revamp  and  redefine  content  and  delivery  mechanisms.    Due  to  our  applied  roots   and  the  breadth  of  academic  capacity  in  our  School,  TRSM  can  be  a  Canadian  

pioneer  in  not  only  adapting,  but  also  thriving  under  new  market  forces  and   technological  innovation.      

 

Such  optimism  must  also  realistically  assess  the  threat  of  degree  granting  colleges,   especially  as  they  relate  to  our  ‘sector’  schools.    Differentiating  what  type  of  

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key  to  maintaining  a  strategic  edge.    Assembling  the  resources  to  stay  one  step   ahead  of  the  colleges  will  be  a  challenge,  particularly  since  their  ability  to  generate   knowledge  is  one  of  the  key  “known  unknowns”.    However,  with  so  many  “unknown   unknowns”  we  must  channel  our  ability  to  be  nimble,  creative  and  innovative  in   order  to  stay  one  step  ahead  of  both  colleges  and  universities  in  linking  our  teaching   to  our  practically  focused  research.        

 

With  a  relatively  secure  domestic  student  base  in  the  GTA  to  date,  one  could  have   argued  that  TRSM  and  Ryerson  University  had  become  somewhat  complacent  in   efforts  to  attract  students  from  outside  the  GTA,  especially  international  students.     While  we  readily  admit  that  the  sustainability  of  the  academic  status  quo  is  

untenable  from  a  financial  viability  perspective,  we  have  arguably  not  placed  

enough  of  a  priority  on  expanded  recruitment  and  the  quality  of  our  student  intake.     We  need  to  reassess  our  value  proposition  in  an  environment  where  the  days  of   traditional  lectures  are  clearly  numbered.    Further,  we  need  to  chart  a  course  that   makes  us  relevant  to  our  students  and  industry  partners  for  years  to  come.    In  so   doing,  we  need  to  differentiate  ourselves  on  our  ability  to  be  nimble  and  be  open  to   questioning  the  aspects  of  our  culture  that  hold  us  back  from  embracing  large-­‐scale   innovation.    This  must  include  reaching  out  and  being  better  connected  on  the   international  stage.    Universities  with  deep  and  meaningful  international   partnerships  will  not  only  be  able  to  provide  their  students  with  unparalleled  

experiences,  they  will  also  thrive  as  we  witness  shifts  away  from  legacy  institutions.        

While  the  future  of  higher  education  is  going  through  turbulent  times,  they  are  also   exciting  times.    Innovation  calls  us  to  question  what  we  can  do  as  an  institution  that   cannot  be  readily  copied  or  scaled  in  other  environments.    We  can  learn  from  our   rich  community  of  human  interaction  and  innovation,  and  collectively  chart  a  course   for  our  future  –  it  is  “our  time  to  lead”  as  the  title  of  Ryerson’s  new  academic  plan   suggests.    Few  institutions  have  the  DNA  to  be  as  creative  and  innovative  as  Ryerson.    

The  future  for  TRSM  should  be  guided  by  a  firm  understanding  of  the  past,  and  the   institution’s  culture.    Through  one-­‐on-­‐one  meetings  with  all  staff,  faculty,  many   CUPE  instructors,  Distinguished  Visiting  Professors,  students  and  a  myriad  of  

external  stakeholders,  the  incoming  Dean  was  provided  with  candid  commentary  on   the  strengths  and  issues  facing  TRSM.    At  the  core  of  this  dialogue  was  how  

stakeholders  perceived  themselves,  and  what  they  believed  to  be  important  to   retain  and  innovate  as  the  School  grows.    It  is  important  to  note  that  although  all   stakeholders  spoke  of  values  to  retain,  they  also  spoke  of  embracing  a  future  of   innovation.    To  do  so,  we  must  respect  our  past,  and  that  includes  maintaining  our   roots  in  the  business  community.    Our  programs  must  be  job-­‐relevant,  and  we  must   produce  research  that  has  an  impact  on  practice.    We  also  value  enhanced  

opportunities  to  socialize,  and  share  ideas  across  school  and  departmental  silos.     TRSM  was  described  as  a  caring  environment  where  students,  despite  our  large   numbers,  felt  that  they  were  more  than  just  a  student  number.    Some  of  this  feeling   may  have  grown  out  of  building  intentional  learning  communities  starting  in  first-­‐ year  through  BUS  100,  ITM  100,  etc.    In  fact,  many  students  relayed  how  TRSM  feels  

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like  a  ‘family’  and  how  this  type  of  environment  attracted  and  retained  them,  along   with  motivating  them  to  take  part  in  co-­‐curricular  activities  that  so  obviously   galvanize  our  community.      

 

This  strategic  planning  document  is  the  direct  result  of  one-­‐on-­‐one  meetings  with   the  Dean  with  all  faculty,  staff  and  many  sessional  instructors  at  TRSM.    Further,  a   number  of  strategic  discussions  with  faculty  and  staff  about  the  challenges  and   opportunities  facing  TRSM  took  place  in  the  Fall  of  2014.    The  strategic  planning   process  included  open  forums  for  discussion  of  this  plan  (e.g.,  Faculty  Council),   school  and  departmental  meetings,  staff  meetings,  and  personalized  feedback   meetings  with  all  stakeholders  who  wanted  to  meet  individually  (or  as  group)  with   the  Dean  to  discuss  the  plan.  

 

The  future  we  build  must  be  an  inclusive  one,  where  the  strengths  of  the  faculty  and   staff  at  TRSM  are  engaged  for  the  highest  benefit  of  all.    We  have  a  large  and  diverse   team  at  TRSM  and  it  will  take  efforts  from  all  quarters  to  deal  effectively  with  the   challenges  and  opportunities  that  lie  ahead.  

 

Connection  with  the  University  Academic  Plan    

Our  academic  plan  was  developed  in  parallel  with  the  university  academic  planning   process.    Under  the  leadership  of  the  Provost,  four  principal  drivers  will  lead  

university  strategy  and  planning  over  the  next  five  years.    Those  four  pillars  are:    

1.  Creating  student  engagement  and  success  through  exceptional  experiences     2.  Increasing  SRC  excellence,  intensity  and  impact    

3.  Fostering  an  innovation  ecosystem    

4.  Expanding  community  engagement  and  city-­‐building    

With  the  university  priorities  now  set,  it  is  an  opportune  time  to  set  our  own  goals   and  academic  plans  and  leverage  the  Ryerson  focus  on  innovation  and  

entrepreneurship.    Few  management  schools  align  more  closely  with  university   priorities,  as  TRSM  and  Ryerson.    We  must  take  advantage  of  our  university’s   trajectory  to  further  the  objectives  of  the  business  Faculty.      

   

Mission  and  Vision    

In  the  Fall  of  2013,  the  mission  and  vision  statements  of  TRSM  were  reevaluated  as   part  of  the  continuous  improvement  process  to  ensure  they  were  aligned  with  the   trajectory  of  the  Faculty.    The  new  mission  and  vision  statements  underwent   widespread  consultation  in  the  Fall  of  2013  and  the  Winter  of  2014.    The  result  of   this  consultation  is  a  mission  and  a  vision  that  clearly  articulates  our  distinctive   brand  and  differentiates  us  from  other  business  schools.  

   

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Mission  and  Vision    

Vision:  

Shaping  diverse  global  leaders  through  experiential  education  that  is  practical,   innovative  and  socially  conscious.  

 

Mission:  

The  Ted  Rogers  School  of  Management  seeks  to  provide  students  with  a  unique  and   innovative  learning  experience  in  a  vibrant  urban  environment,  combining  critical   reflection  and  practical  skills.  We  shape  socially  conscious  leaders  with  

an  entrepreneurial  orientation  and  we  promote  impactful  research  that  has  local,   national  and  global  relevance.  

 

Our  mission  is  guided  by  the  following  principles  and  values:    

• Relevance  and  innovation  

Offering  rigorous  academic  programs  in  a  variety  of  specializations,  we  prepare   our  students  for  successful  careers  in  their  chosen  fields.  The  academic  quality  of   our  programming  is  strengthened  by  the  relevance  of  our  curricula  and  the   experiential  learning  opportunities  available  to  our  students.  Our  innovative   programs  foster  entrepreneurial  thinking  in  the  spirit  of  Ryerson  University.        

• Commitment  to  community    

As  a  city-­‐centred  School,  we  are  committed  to  enhancing  the  quality  of  the  urban   environment  that  surrounds  us  through  teaching,  research,  and  community   engagement.  We  aim  to  shape  business  leaders  who  are  conscientious,  civic-­‐ minded  citizens  and  who  add  value  to  their  communities.  We  continue  to  expand   our  network  of  strategic  partners,  and  include  research  and  intellectual  exchange   on  the  pressing  issues  facing  global  organizations  today  as  part  of  our  mandate.      

• Diversity  and  inclusion  

Diversity  in  all  its  manifestations  enriches  our  students’  learning  experience.  We   are  dedicated  to  providing  opportunities  and  support  for  students  from  diverse   backgrounds  and  capabilities.  We  strive  to  make  management  education  

accessible,  and  ensure  that  every  student  is  empowered  to  achieve  his  or  her  full   potential.  

 

• Spirit  of  collaboration  

We  foster  a  supportive  environment  that  encourages  open  communication,   cooperation,  and  teamwork  among  our  students,  faculty  and  staff.  Through  the   sharing  of  expertise  and  resources,  working  together  raises  the  standards  in   teaching  and  research.  The  value  of  collaboration  impacts  the  wider  community   and  it  is  evidenced  in  the  success  of  our  alumni  in  their  chosen  careers  and  in  the   partnerships  that  we  form  with  other  schools,  industry  and  community  partners.  

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The  TRSM  Academic  Plan    

Building  off  our  vision  and  mission,  along  with  aligning  with  the  university’s   identified  priorities,  our  own  academic  plan  has  four  strategic  objectives  and   multiple  goals  and  measures  for  each.    We  must  be  able  to  tangibly  measure  and   monitor  our  progress  as  we  take  bold  steps  forward.  

           

The  academic  plan  for  TRSM  can  be  divided  into  four  strategic  objectives:    

1. Redefining  Experiential  Learning  for  the  21st  Century    

2. Enhancing  Graduate  Programs  and  Research   3. Cultivating  our  Community  Building  Reputation  

4. Improving  our  Internal  Governance,  Communications  and  Structures  to   Enable  Lasting  Innovation  

 

The  TRSM  goals  have  been  mapped  onto  the  Ryerson  University  pillars  in  Appendix   A.  

 

1.    Redefining  Experiential  Learning  for  the  21st  Century    

The  changes,  threats  and  opportunities  facing  universities  as  a  result  of  disruptive   technological  innovation  have  never  been  greater.    Today’s  student  is  

technologically  savvy,  able  to  multitask  and  has  never  known  a  world  without  a   internet.    Today’s  TRSM  student  is  also  multicultural,  and  represents  the  present   and  future  of  global  business.    Given  these  realities  and  trends,  TRSM  is  in  a  unique   position  as  the  largest  undergraduate  business  school,  in  an  entrepreneurially   focused  university.  

 

Curriculum  renewal  is  an  area  that  requires  our  collective  attention.    While  nearly   all  stakeholders  mentioned  this  topic  in  meetings  with  the  Dean,  nearly  all  also   agreed  this  would  be  a  difficult  task.    Issues  of  scale  and  scope  are  obvious  to  all  of   our  stakeholders.    It  is  essential  that  we  move  past  our  siloed  thinking  around   resources,  and  create  curricula  that  best  meets  the  needs  of  our  students  and  the   demands  of  the  market.      

 

Goal  1:    To  tackle  curriculum  reform  across  the  Faculty  and  address  the  issue  of  core   curricula,  governance  structures  and  their  relationship  to  continuing  education   offerings  by  the  end  of  2017.  

Tactic  a:    We  will  utilize  curriculum  subcommittees  of  Faculty  Council  to  address   context  specific  issues.  

Tactic  b:  We  will  ensure  financial  and  technological  literacy,  critical  thinking,  and   ethical  reasoning  are  imbedded  across  our  curriculum.  

 

Central  to  this  goal  is  the  notion  that  program  level  learning  goals  must  be  driven   from  our  mission  statement.    Now  is  the  time  to  revisit  the  common  core  for  our  

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B.Comm.  degree,  and  the  TRSM  curriculum  committee  (reporting  to  Faculty  Council)   will  begin  this  work  in  Fall  2014.    We  must  clearly  identify  the  cluster  of  subject   areas  that  emerge  from  our  mission  statement  and  which  must  be  imbedded  in  a   common  core,  including  but  not  limited  to:  

 

o Entrepreneurial  thinking  

o Sustainability  and  responsible  management   o Social  innovation  and  community  engagement   o Experiential  learning  

o Career  preparedness  and  ‘soft  skills’  development   o Data  analysis  skills  

o Financial  and  technological  literacy   o Critical  reasoning  skills  

o Moral  reasoning  skills    

It  is  important  to  acknowledge  the  historic  roots  and  sources  of  competitive  

advantage  provided  by  our  ‘sector  schools’.    In  no  way  does  this  goal  attempt  to  limit   the  uniqueness  of  those  programs.    Rather,  this  goal  is  designed  to  foster  healthy   dialogue  around  what  it  means  to  obtain  a  Bachelor  of  Commerce  degree  from   TRSM,  and  in  what  areas  we  could  be  serving  our  students  more  effectively.    

We  need  to  expand  the  number  of  real-­‐world  touch  points  that  students  can   experience  as  part  of  their  studies.    This  would  include  expanded  co-­‐operative   education,  internships,  zone  education,  international  exchanges  and  opportunities   to  start  and  develop  a  business.    All  of  these  initiatives  will  require  resources  and   commitment  in  order  to  better  serve  our  student  population.    This  goal  aligns  with   the  university  strategic  priority  of  creating  student  engagement  and  success   through  exceptional  experiences.  

 

Goal  2:    To  expand  co-­‐operative  education  options  to  all  undergraduate  academic   programs  by  the  end  of  2015.  

 

Goal  3:    To  create  and  host  at  least  two  new  ‘zones’  where  students  can  explore   complex  problems  while  developing  their  own  business.  

 

Goal  4:    To  provide  zone  learning  at  Ryerson  with  foundational  business  modules   offered  by  TRSM  to  ensure  all  budding  entrepreneurs  have  access  to  crucial   information  delivered  in  a  just-­‐in-­‐time  fashion.  

 

Goal  5:    To  enhance  opportunities  for  students  to  spend  a  term  abroad  while   completing  their  undergraduate  program.    

Tactic  a:  To  make  student  exchanges  more  viable  through  an  advancement  outreach   aimed  at  providing  support  for  international  exchanges.  

Tactic  b:  To  explore  the  possibility  of  international  co-­‐op  placements      

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A  large  component  of  experiential  learning  at  TRSM  must  focus  on  entrepreneurship,   innovation  and  zone  learning.    That  is,  learning  by  doing  –  in  the  case  of  starting   one’s  own  venture  is  an  invaluable  learning  experience.    This  focus  on  innovation   and  entrepreneurship  is  being  embraced  across  our  campus  and  is  a  university   differentiator.    This  goal  is  strongly  linked  to  the  university  priority  of  fostering  an   innovation  ecosystem.    Zones  can  allow  us  to  think  outside  of  traditional  academic   silos.    For  example,  a  ‘consumer  facing  zone’  could  encompass  all  business  

disciplines  with  specialized  expertise  in  marketing,  retail,  and  hospitality  and   tourism  (for  example).    Such  zones  must  reach  across  our  school  and  departmental   silos  and  bring  together  students  from  across  the  campus  to  share  ideas  in  new   ways.      

 

Our  entrepreneurship  department  is  one  of  the  largest  in  Canada,  and  can  play  a   pivotal  role  in  supporting  all  zones.    This  would  include  providing  modular  

education  in  a  just-­‐in-­‐time  format  for  start-­‐up  ventures,  as  well  as  focusing  on  the   commercialization  of  business  or  social  ideas.    While  novel  and  exciting  ideas  are   fundamental  to  innovation,  students  from  across  our  campus  require  help  in   understanding  how  to  commercialize  their  ideas  and  sustain  their  enterprises.     TRSM  can  play  a  pivotal  role  in  zone  learning,  and  in  allowing  entrepreneurship  to   be  one  very  important  form  of  experiential  learning.        

 

As  important  as  expanding  real-­‐world  touch  points  is,  it  can  also  be  considered   incremental  innovation  in  the  university  sector.    We  should  all  be  doing  more  of  the   things  that  work  well.    For  example,  our  HR/OB  department  effectively  uses  

simulations  with  real  actors  to  bring  class  concepts  to  life.    Experiential  education   needs  to  continue  to  push  boundaries  –  which  include,  but  go  well  beyond  the  use  of   technology.      

 

We  must  also  consider  entirely  new  modes  of  delivery  and  value-­‐added  –  objectives   that  can  be  scaled  and  are  not  easily  replicated  on  the  internet.    The  single-­‐greatest   value  added  of  TRSM  is  our  students.      The  energy  and  vitality  they  bring  to  our   campus  and  building  is  unparalleled.    There  are  ample  opportunities  for  students  to   develop  leadership  skills  in  TRSM  through  work-­‐study,  student  clubs,  events,  and   competitions  and  all  are  important  markers  of  student  engagement.    As  a  

management  school,  we  must  think  about  how  we  can  deliver  content  in  a  way  that   best  taps  into  this  energy.    For  example,  we  have  been  experimenting  with  ‘flipped   classrooms’  –  where  traditional  lectures  are  provided  on-­‐line  and  class  time  is   devoted  to  collective  problem  solving  and  experiential  learning  of  the  already   digested  material.    This  is  an  excellent  example  of  moving  away  from  the  ‘sage  on   the  stage’  to  the  professor  as  a  facilitator  (using  a  blended  learning  model).    In  this   model,  the  expertise  of  the  professor  is  tapped  in  a  different  fashion,  and  the  

expertise  of  the  students  is  given  voice.    The  more  students  that  can  direct  their  own   learning,  while  being  supported  with  on-­‐line  tools,  the  better.    

 

Goal  6:    To  enhance  the  learning  environment  with  a  deepened  commitment  to   experiential  learning  and  the  effective  use  of  hybrid  and  e-­‐learning  modules.  

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It  is  important  to  note  that  such  initiatives  are  strongly  tied  to  the  university   priority  of  creating  student  engagement  and  success  through  exceptional   experiences,  and  we  would  expect  continued  funding  from  the  central   administration  in  order  to  be  a  university  leader  in  hybrid  learning.    

As  important  as  hybrid  education  has  become,  there  are  many  other  examples  of   experiential  learning  in  TRSM,  and  we  need  to  share  our  successes  and  build  upon   what  we  do  well.    One  such  example  is  The  Law  &  Business  Clinic,  launched  in   September  2012,  as  a  yearlong  course  for  two  academic  credits.    The  Clinic  offers   Law  &  Business  major  students  the  opportunity  to  serve  real  clients  (entrepreneurs   and  small-­‐business  owners)  on  a  variety  of  legal  matters,  including  drafting  legal   documents  and  agreements  and  providing  information  and  assistance  on  forms  of   business  organizations,  intellectual  property  and  tax  law  issues.  Student  work  is   supervised  by  both  faculty  and  corporate  lawyers  from  various  Bay  St.  law   firms.    The  Clinic  facilitates  an  engaging  and  participatory  learning  

experience.    The  students  acquire  practical  legal  knowledge  and  skills  and  apply   legal  theory  to  real  client  problems.  Finally,  the  Clinic  promotes  economic  

development  and  entrepreneurship  among  the  disempowered  by  providing  access   to  free  legal  services  to  those  who  cannot  afford  to  retain  a  lawyer.    This  is  an   excellent  example  of  our  values  enacted  through  innovative  experiential  learning.    

We  will  invest  in  cloud  architectures  to  enable  students  to  connect  to  any  required   materials  or  software  from  mobile  devices.    We  will  also  support  both  faculty  and   students  in  challenges  to  create  more  dynamic,  experiential  learning  spaces.    Our   students  have  many  of  the  answers  we  seek  and  require  an  environment  conducive   to  collaboration  in  order  to  mesh  their  ideas  with  learning  paradigms.      

 

Goal  7:    To  enable  all  courses  and  software,  wherever  practical,  to  be  run  on  cloud   architectures  by  2018.    

 

TRSM  must  become  a  pioneer  and  leader  in  innovation  in  teaching.    While  part  of   the  foregoing  discussion  concentrated  on  technology,  it  is  recognized  that  

experiential,  hands-­‐on  learning  can  happen  in  many  ways.    The  salient  point  is  that   our  management  school  needs  to  become  a  leader  in  experiential  learning,  in  all   aspects  of  business.    We  need  to  develop  a  technology-­‐based  architecture  for  

sharing  great  ideas  –  so  that  innovation  isn’t  isolated  or  happening  only  in  pockets.     There  are  great  ideas  being  implemented  every  day,  and  these  need  a  central   repository  so  that  these  innovations  move  beyond  the  local  level.    Chairs  and   Directors,  working  with  the  Dean’s  office,  must  help  to  champion  what  21st  century  

education  should  look  like  in  their  respective  Schools  and  disciplines  (with  a  full   acknowledgement  that  local  solutions  may  look  very  different  from  one  another).    

A  second  piece  of  enhancing  and  redefining  the  student  experience,  involves  a   fundamental  shift  away  from  quantity  toward  a  focus  on  quality.    With  over  9,000   undergraduate  students,  and  approximately  130  RFA  faculty,  by  any  measure,  our  

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classroom  ratios  leave  much  to  be  desired.    Our  reputation  as  a  job-­‐ready  institution   relies  heavily  upon  the  strength  of  our  graduates.    In  order  to  enhance  the  quality  of   our  students  we  need  to  pay  particular  attention  to  our  bottom  30%  of  students  and   to  our  recruitment  and  admission  efforts.      

 

Goal  8:    To  shift  toward  student  quality  rather  than  quantity  as  the  focus  of  our   undergraduate  intake.  

Tactic  a:    Keep  undergraduate  enrollments  flat  over  a  five  year  period  (using  2013   as  a  baseline)  

Tactic  b:    Raise  admission  requirements  for  all  programs  in  TRSM  

Tactic  c:    Explore  the  feasibility  of  intake  requirements  in  addition  to  GPA  

Tactic  d:    Provide  students  who  are  struggling  with  every  opportunity  to  succeed,   while  also  firmly  enforcing  the  quality  standards  we  expect.  

 

Starting  with  recruitment  and  admission,  we  will  aim  to  keep  undergraduate   enrollments  flat  over  a  five-­‐year  period  (2013-­‐2018).    This  contrasts  sharply  to  the   exponential  growth  experienced  by  TRSM  in  more  recent  years.    We  will  also  focus   on  raising  admission  averages,  including  important  high  school  mathematics  grades   (and  courses).    Indeed,  graduation,  retention  and  GPA  entry  goals  must  all  be  

monitored  attentively,  and  it  will  take  creative  thinking  and  action  to  attract  and   retain  quality  students.    We  need  to  better  track  this  connection  to  academic  success   and  follow  students  over  several  years  to  get  a  better  understanding  of  the  actual   link  between  high  school  entrance  averages  and  student  retention.    

 

A  management  school  can  only  continue  to  sustainably  provide  revenues  to  central   administration  if  its  growth  rate  is  sustainable.    Given  our  faculty  resource  and   space  constraints  we  cannot  grow  our  undergraduate  programs.    It  is  time  to  invest   in  TRSM  and  in  our  graduate,  SRC,  community  building  and  international  

aspirations.    As  is  the  case  in  any  university,  in  order  to  move  a  management  school   to  the  next  level  in  reputation  and  quality,  investments  will  be  required  from  central   administration.    

 

We  will  also  examine  the  cost/benefit  of  requiring  students  to  submit  a  portfolio   (electronic  or  other)  with  their  application  to  major  in  a  given  area  of  study  that   could  be  assessed  by  3rd  and  4th  year  TRSM  students.    This  program  could  have  the  

enormous  benefit  of  creating  an  important  quality  cycle.    That  is,  by  having  a  stake   in  shaping  the  future  of  TRSM,  and  thereby  in  the  value  of  their  degree,  TRSM   students  would  directly  influence  what  kinds  of  students  were  admitted  to  each   major.    Such  an  initiative  would  examine  the  fit  of  incoming  students  to  the  values   and  aspirations  of  TRSM  (e.g.,  creativity,  critical  thinking  and  problem  solving  skills).            

Once  students  are  admitted,  they  need  to  be  supported.  TRSM  invests  high  level  of   support  through  the  staff  members  in  the  six  academic  program  offices,  through   TRSM  Student  Services,  Ryerson  Commerce  Society  clubs  and  groups,  as  well  as,  the   Career  and  Employer  Partnership  Centre.  In  addition,  all  TRSM  staff  work  to  

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across  the  Ryerson  campus.  Although  we  have  excellent  staff  support,  there  is  no   denying  that  our  undergraduate  numbers  make  it  difficult  to  reach  all  students  in   need.    By  raising  standards  and  tracking  the  results  over  time,  we  would  be  taking   tangible  steps  to  provide  our  students  with  enhanced  levels  of  support.        

   

Goal  9:    To  improve  student  retention  and  success  and  determine  which  student   supports  are  most  impactful.  

Tactic  a:  Continue  and  enhance  the  efforts  in  creating  baseline  data  to  understand   our  student  populations  as  a  whole  and  by  school/program.  

Tactic  b:  Through  the  newly  formed  Faculty  Council,  create  the  Student  Success   Committee  and  bring  together  student  representatives  and  staff  from  each  of  the  co-­‐ curricular  support  areas.  

Tactic  c:  Find  a  central  method  of  tracking  student  contact  with  each  touch  point   within  TRSM.  

Tactic  d:  Create  metrics  (including  attendance,  student  satisfaction,  and  outcomes)   for  evaluating  each  unit’s  ability  to  support  student  transition,  awareness  of  faculty   and  campus-­‐wide  programs  and  support,  as  well  as,  student  success  and  

engagement.    

Simply  put,  we  need  to  expect  more  of  our  undergraduate  students,  hold  them  to   higher  standards,  and  provide  them  with  the  resources  to  reasonably  work  through   difficult  times  and  issues.    All  undergraduate  activities  and  initiatives  must  be   viewed  in  light  of  the  desire  to  enhance  quality  standards.  

 

With  the  many  opportunities  available  to  students  within  TRSM,  we  need  to  not  only   track  retention  but  systematically  identify  which  supports  have  the  greatest  impact   on  student  retention  levels.    In  addition,  the  vibrant  co-­‐curricular  activities  taking   place  in  our  school  on  a  daily  basis  could  benefit  from  a  strategic  assessment  of   synergies  with  other  events  and  activities.    In  all  cases,  we  need  to  be  clear  about  the   intended  audience,  outcomes,  and  impact  of  events.  

 

Goal  10:    To  align  co-­‐curricular  activities  with  the  academic  mission  of  the  School    

One  of  the  ways  to  differentiate  our  undergraduate  degree  students  is  through   exposure  to  our  research.    Many  faculty  members  employ  undergraduate  research   assistants,  to  the  great  benefit  of  the  faculty  member’s  research  program  and  the   student’s  learning  experience.    We  must  find  more  ways  to  bring  our  research  into   the  classroom  and  to  provide  opportunities  for  our  undergraduates  to  work  with  us   on  our  research  projects.  

 

Goal  11:    To  more  deeply  engage  undergraduate  students  in  research  experiences   both  in  and  outside  of  the  classroom.  

 

This  goal  is  consistent  with  the  move  toward  more  experiential  learning.    In  order  to   move  students  beyond  basic  skills  and  competencies,  engaging  them  in  our  research  

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gives  them  the  practical  experience  of  using  data,  analyzing  problems,  and   identifying  trends  and  solutions.    These  are  all  examples  of  skills  that  will  be  in   increasingly  high  demand  in  the  global  labour  market.  

         

2.    Enhancing  Graduate  Programs  and  SRC      

With  our  MBA  programs  showing  remarkable  strength  in  a  competitive  landscape1,  

TRSM  can  no  longer  afford  to  be  known  as  a  primarily  undergraduate  teaching   institution.    This  is  not  to  suggest  that  undergraduate  education  is  not  our  core   business,  rather  it  is  to  signal  that  we  can  and  must  do  more  in  our  areas  of  strength   in  order  to  make  our  academic  reputation  more  robust.    Our  MBA  case  teams  

consistently  achieve  podium  placements,  despite  the  programs’  short  life  and  one-­‐ year  structure.    We  must  continue  to  grow  this  program  while  carefully  watching   our  intake  quality  and  our  student  industry  placements.    Our  MBA  graduates  must   continue  to  be  great  ambassadors  of  TRSM,  enabled  by  the  high-­‐touch  service  we   provide  around  internships  and  co-­‐curricular  opportunities.  

 

Goal  12:    To  become  a  globally  recognized  MBA  program  by  2018.  

Tactic  a:    Grow  our  MBA  into  a  steady  state  of  60  students/year  in  each  entering   cohort  without  sacrificing  quality  intake  standards.    

Tactic  b:  Increase  program  and  MBA  brand  awareness  

Tactic  c:    Prioritize  MBA  student  placement,  and  marketing  efforts    

Tactic  d:    Grow  international  student  population  and  differentiate  on  services   provided.  

 

Having  grown  into  the  largest  undergraduate  business  school,  and  gained  AACSB   accreditation,  the  next  step  in  the  evolution  of  the  Ted  Rogers  School  of  

Management  must  be  to  further  develop  our  graduate  programs  and  enhance  our   research  culture.    This  goal  aligns  with  the  university  priorities  of  increasing  SRC   excellence,  intensity  and  impact,  as  well  as  creating  student  engagement  and  success   through  exceptional  experiences.    We  look  to  central  administration  for  continued   and  sustainable  support  to  market  the  MBA  effectively,  in  a  hyper-­‐competitive   market.    

 

Goal  13:  Develop  Professional  Masters  Diplomas  (PMD)  to  supplement  and  enhance   MBA  offerings  

 

In  order  to  enhance  revenues  and  offer  portions  of  our  MBA  offerings  to  a  wider   audience,  TRSM  will  undertake  to  deliver  professional  masters  diplomas.    These   programs  could  include  offerings  in  accounting,  entrepreneurship  and  data  analytics   (offered  by  TRSM  and/or  in  cooperation  with  our  international  partners).    Such                                                                                                                  

1  The  MBA  program  was  ranked  in  the  top  10  by  Canadian  Business  in  2013  and  2014,  underscoring   our  ability  to  compete  successfully  with  the  top  business  schools  in  Canada.  

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professional  masters  diplomas  will  allow  us  to  be  nimble  enough  to  be  responsive  to   market  needs  while  growing  our  reach  into  industry  and  building  greater  MBA   brand  awareness.  

 

Our  thesis  based  Masters  of  Management  Science  program  has  not  seen  the  same   level  of  success  as  our  MBA.    In  fact,  the  program  has  floundered  as  it  was  not  clearly   positioned  in  the  marketplace,  or  differentiated  from  our  MBA.    Our  Master  of  

Management  Science  degree  has  the  opportunity  to  bring  thesis-­‐based  students  to   all  of  TRSM.    This  need  was  widely  expressed  in  the  Dean’s  consultations  with  

faculty,  who  spoke  of  the  need  to  have  thesis-­‐based  students  of  their  own,  and  not  to   be  relying  so  heavily  on  graduate  students  from  other  Faculties  and  universities  for   aiding  in  our  research  agendas.    Our  research  must  remain  applied  and  have  

industry  value.    In  fact,  the  revamped  Master  of  Science  degree  should  be  positioned   to  provide  students  with  the  research  skills  to  allow  organizations  to  develop  

intelligence-­‐based  decision-­‐making.    We  will  work  with  graduates  and  industry   partners  to  place  our  MSc  students  in  jobs  requiring  their  skill  sets  (e.g.,  analytics,   research  arms  of  corporations,  research  institutes,  etc.).    

 

Goal  14:    To  relaunch  the  MMSc,  including  a  name  change,  and  provide  faculty  from   all  schools  and  departments,  who  are  members  of  the  Yeates  School  of  Graduate   Studies  (YSGS),  the  opportunity  to  supervise  their  our  own  thesis-­‐based  graduate   students.  

Tactic  a:  Rework  the  funding  formula  for  the  new  thesis-­‐based  masters  students  to   maximize  the  buy-­‐in  of  all  school  and  departments  

 

We  also  need  to  examine  the  feasibility  of  further  graduate  program  offerings,  and   seize  opportunities  that  build  on  our  strengths.    Examples  could  include,  but  are  not   limited  to,  a  Masters  of  Technology  Commercialization  (co-­‐delivered  with  FEAS),  a   Masters  of  Accounting  &  Finance,  a  Masters  in  Health  Services  Management,  and  a   Masters  in  Data  Analytics.    In  each  case,  we  must  ask  what  distinctive  advantage  we   bring  to  each  opportunity,  how  to  leverage  resources  from  across  our  campus,  and   whether  such  a  program  is  best  offered  as  a  new  Masters  program  or  as  a  stream  in   our  MBA  program.    New  Masters  programs  must  be  strongly  tied  to  industry  and   developed  to  meet  a  current  or  foreseen  need  in  the  marketplace.  

 

Goal  15:    To  develop,  initiate  and  launch  at  least  two  new  Masters  programs  by  2018.   Tactic  a:    Develop  a  detailed  feasibility/needs  assessment  to  determine  what  

programs  to  pursue.    

Irrespective  of  any  particular  Masters  program,  the  current  practice  of  teaching   graduate  courses  outside  of  ‘load’  is  not  sustainable.    Such  a  policy  reinforces  the   notion  that  undergraduate  education  comes  first,  with  graduate  education  being  an   afterthought  at  TRSM.    This  policy/current  practice  also  means  that  some  faculty   members  have  to  choose  between  graduate  education  and  their  research  agendas   (as  their  teaching  plates  are  already  full).    Such  false  dichotomies  do  not  serve  us,  or  

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our  students  well  and  we  must  incorporate  the  workload  of  all  Masters  programs  in   the  loading  plans  of  each  School  and  Department.      

 

Goal  16:    To  have  all  graduate  teaching  be  on  load  by  2015,  with  this  becoming   policy  for  all  newly  developed  graduate  programs.  

Tactic  a:    To  develop  a  transparent  funding  formula  for  masters  programs  by  2015-­‐ 2016  to  help  offset  graduate  loading  costs.  

 

Masters  allocations  are  tightly  controlled  by  the  Province  of  Ontario.    That  said,  we   will  need  the  support  of  university  administration  for  graduate  student  spaces,  as   part  of  accepting  the  evolution  of  TRSM.    A  management  school  with  vibrant  

graduate  programs  and  revitalized  SRC  will  serve  the  mission  of  Ryerson  far  better   than  a  primarily  undergraduate  focused  Faculty.    Chairs  and  Directors  will  need  to   play  a  crucial  leadership  role  in  ensuring  that  teaching  on  load  in  our  graduate   programs  does  not  detract  from  our  undergraduate  offerings.  

 

It  should  also  be  noted  that  strong  doctoral  level  aspirations  exist  within  TRSM.     Stakeholders  were  realistic  that  a  deep  research  culture  and  doctoral  education  will   take  time  to  develop,  but  that  we  should  start  openly  discussing  doctoral  education   now.    Whether  this  education  takes  the  form  of  a  D.B.A.  or  a  Ph.D.,  it  should  likely   have  a  very  applied  focus.    In  order  to  differentiate  ourselves  from  other  doctoral   programs  in  Toronto  (as  the  Province  will  require)  we  must  be  clear  on  the  value   proposition  of  such  a  degree.    Staying  close  to  our  roots  and  cultural  history  will   likely  be  a  wise  choice,  with  doctoral  education  closely  tied  to  developing  highly   qualified  professionals  primarily  to  tackle  the  complexities  of  industry  and  society.     While  doctoral  level  programs  fall  outside  of  the  five-­‐year  planning  horizon  of  this   academic  plan,  the  groundwork  for  such  a  program  will  include  the  revitalization  of   our  thesis  based  Masters  programs,  and  our  research  culture.  

 

Goal  17:    To  initiate  a  Faculty  Council  committee  to  investigate  doctoral  degree   options  and  report  back  to  Faculty  for  widespread  consultations  by  2017-­‐2018.    

The  research  culture  of  TRSM  is  evolving  quickly.    We  are  a  unique  School  based  on   polytechnic  roots,  and  where  research  was  introduced  and  added  to  job  

responsibilities  in  a  fairly  rapid  fashion.    In  addition,  we  continue  to  hire  newly   minted  PhD’s  from  strong  research  institutions  that  bring  both  practical  and  

academic  knowledge  to  our  milieu.    In  order  to  foster  the  research  culture  at  TRSM,   we  must  first  accept  that  the  strengths  of  our  faculty  play  out  in  different  ways  and   that  having  a  single-­‐minded  view  on  what  SRC  is,  or  is  not,  is  not  likely  to  galvanize   support  or  contribute  to  open  and  honest  dialogue  and  action.    Rather,  we  need  to   create  a  research  culture  where  mentoring  takes  in  both  formal  and  informal  ways,   and  where  faculty  are  coached  in  how  to  produce  the  very  best  output  that  reflects   their  core  strengths.    In  addition,  we  must  better  integrate  our  research  into  our   teaching  to  enhance  the  student  learning  experience  at  all  levels.      

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Our  research  must  also  be  connected  to  industry.    In  fact,  fostering  a  research   culture  that  is  more  practically  focused  than  any  other  comprehensive  business   school  in  Canada  plays  into  our  strengths.    We  must  develop  our  own  research   narrative,  around  metrics  that  we  define,  that  will  bring  together  the  research  plans   of  each  school  and  department  together  into  a  cohesive  vision.    This  vision  must   utilize  the  skills  and  efforts  of  our  research  institutes  and  centres  and  strategically   position  them  to  reap  maximum  benefit.    Our  research  has  to  be  accessible  to   leaders  in  industry,  government  and  not  for  profit  sectors,  while  its  relevance  must   continue  to  enhance  our  community  building  reputation.      

 

Goal  18:    To  develop  a  comprehensive  Faculty  Research  Plan  that  pulls  together  all   School,  Departmental,  and  Centre  (Institute)  research  plans  by  July  of  2015.  

 

TRSM  is  home  to  eleven  research  centres  and  institutes.    We  need  to  better  assess   and  engage  these  centres  in  the  fibre  of  TRSM.    That  is,  while  the  centres  may  be   doing  excellent  work,  they  remain  largely  isolated  from  both  the  student  experience   and  from  mainstream  faculty  involvement.    We  need  to  celebrate  the  rich  nature  of   the  work  being  done  in  Faculty  research  centres,  and  try  to  better  align  these  efforts   with  the  strategic  direction  of  the  School.      

   

International  Relations    

International  relations  can  often  be  found  in  many  parts  of  an  academic  plan.    For   instance,  we  need  to  continue  to  grow  and  nurture  our  undergraduate  student   exchange  partners.    However,  as  a  signal  of  shifting  priorities,  our  international   relations  must  be  broadened  and  deepened  to  include  comprehensive  research  and   graduate  education  partnerships  with  select  academic  institutions.  

   

The  growth  of  our  graduate  programs  and  research  culture  will  shift  the  reputation   of  TRSM.    This  shift  must  be  managed  carefully  as  we  are  not  attempting  to  mirror   other  business  schools,  but  to  differentiate  ourselves  on  our  applied  strengths.     There  is  considerable  strategic  space  for  a  Canadian  management  school  that   focuses  on  applied  graduate  programs  and  research:  a  school  whose  research  is   actually  read  and  disseminated  by  practitioners.    Such  a  reputation  needs  to  be  built   in  the  GTA,  nationally  and  internationally.      

 

In  building  our  international  reputation,  TRSM  must  seek  out  and  create  strategic   partnerships  in  order  to  leverage  opportunities  to  build  our  graduate  research   student  capacity  and  research  culture.    The  criteria  used  to  select  potential  partners   must  be  strategic  and  transparent.    We  must  identify  the  geographic  regions  of  the   world  that  we  not  only  believe  are  of  increasing  relevance  today,  but  also  tomorrow.     With  geographic  priorities  in  place,  partnerships  should  be  evaluated  using  the   following  criteria:  

 

1. Is  the  fit  between  the  partner  institution  and  TRSM  obvious?    Stated  more   directly,  does  the  university  have  polytechnic,  technological  or  entrepreneurial  

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roots?    Is  the  history  of  the  institution  similar  to  Ryerson,  along  with  its   mandate?  

2. Does  the  partner  institution  have  a  strong  record  of  graduate  programs  and   research?  

3. Does  affiliating  with  the  partner  have  the  potential  to  pull-­‐up  the  reputation  of   TRSM  internationally  and  domestically?  

4. Will  the  partnership  be  cash-­‐flow  positive  for  TRSM?    That  is,  can  the  net   contribution  be  invested  back  into  our  operations?  

 

With  these  criteria  as  guide-­‐posts,  TRSM  must  develop  rich  offshore  partnerships   that  are  built  on  the  foundation  of  the  School  and  Ryerson  University,  and  embrace   the  movement  toward  a  practice-­‐oriented  research  culture.  

 

Goal  19:    To  develop  at  least  two  comprehensive  international  partner  agreements   that  include  research  and  graduate  education  components  by  2018.  

 

Given  our  international  ambitions,  we  should  also  likely  examine  the  possibility  of   EQUIS  accreditation  after  significant  partnerships  have  had  time  to  take  root  and   flourish.    Like  AACSB  accreditation,  which  provides  enormous  opportunities  for   international  partnerships  and  reputation  building,  EQUIS  is  also  a  signal  to  the   marketplace:  one  of  an  international  presence  and  reputation.    A  committee  will  be   struck  to  examine  the  desirability  and  feasibility  of  obtaining  a  second  accreditation.      

Goal  20:  To  examine  the  feasibility  and  desirability  of  EQUIS  accreditation  by  2018.          

3.    Cultivating  our  Community  Building  Reputation    

Ryerson  University  and  TRSM  have  strong  roots  in  our  community.    Community   engagement  can  come  about  in  a  variety  of  ways.    One  important  step  is  reaching   out  to  the  communities  we  serve  in  an  enhanced  fashion  in  a  manner  consistent   with  our  values.    This  goal  is  at  the  heart  of  the  School’s  mission  statement  and  it  is   directly  linked  to  the  university  strategic  priority  of  expanding  community  

engagement  and  city-­‐building.        

With  an  enviable  diversity  in  our  student  population,  based  primarily  in  the  GTA,  we   must  reach  deeper  and  farther  into  bringing  Toronto  diasporas  into  our  School.     Having  diverse  students  is  a  wonderful  starting  point,  however,  leaders  in  all  of   Toronto’s  communities  should  view  TRSM  as  the  place  for  discussions  and  debates   on  business  and  the  future  of  our  city  and  country.    There  is  well-­‐established   research  on  the  link  between  immigration  and  innovation,  especially  in  the  form  of   new  business  creation.    TRSM  must  become  much  more  widely  known  in  the  

communities  we  serve.    Of  course  this  isn’t  limited  to  diaspora  populations,  however,   that  is  an  obvious  area  where  we  could  claim  legitimate  space  as  a  thought  leader   and  community  builder.  

 

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Tactic  a:  To  host  an  annual  diaspora  conference  to  establish  two-­‐way  dialogue.   Tactic  b:  To  ensure  the  communities  we  serve  are  invited  in  to  participate  in  student   conferences,  galas,  case  competitions,  etc.  

 

Another  important  aspect  of  community  building  involves  cultivating  the   relationships  we  have  with  business  in  Toronto’s  downtown  core.    While  these   relationships  are  deepening  and  growing,  Ryerson,  and  certainly  TRSM,  are  not  yet   fully  understood  or  appreciated  by  the  business  community  of  Toronto.    We  need  to   reach  out  and  aggressively  pull  business  into  every  piece  of  our  daily  operations.     From  guest  speakers,  to  rejuvenated  Advisory  Councils,  to  prospective  employers,   we  must  gain  enhanced  profile  with  business.      

 

Goal  22:    To  more  fully  integrate  Toronto  business  into  the  daily  operations  of  TRSM.   Tactic  1:    Leverage  distinguished  visiting  professors  (DVPs)  and  faculty/staff  

contacts  to  bring  business  to  TRSM  and  place  students  in  leading  firms.   Tactic  2:    To  create  a  TRSM  wide  structure,  in  combination  with  Chairs  and   Directors  to  more  effectively  integrate  executives  and  DVPs  into  academic  units.          

One  example  of  integrating  the  experience  of  business  more  fully  into  our  everyday   operations  could  involve  a  greater  focus  on  developing  and  using  business  cases.     We  have  many  exciting  opportunities  to  translate  our  engagement  with  business   into  real-­‐world  knowledge  for  our  students.    This  would  require  TRSM  support,   encouragement  and  a  framework  or  model  for  engagement.    An  important  by-­‐

product  of  this  effort  would  be  publishable  case  studies  that  would  enhance  our  SRC   output  and  that  could  involve  both  undergraduate  and  graduate  research  assistants   from  TRSM.  

   

Goal  23:    To  develop  strong  Advisory  Councils  for  all  TRSM  Schools  and  the  Dean’s   Council  by  2016.  

 

We  must  also  leverage  our  industry  contacts  to  create  a  successful  boutique  

executive  education  program.    In-­‐house,  custom  programs  have  a  much  higher  ROI,   so  we  must  develop  specific  programs  around  our  core  areas  of  strength  to  build  the   TRSM  brand,  and  also  supplement  our  budget.  

 

Goal  24:    To  build  a  sustainable  executive  education  program  that  is  cash-­‐flow   positive  by  2017.  

 

The  greater  the  involvement  of  industry  in  TRSM,  the  more  ambassadors  we  have   moving  forward  to  promote  the  School.    Industry  guests  are  consistently  amazed  at   what  our  students  are  accomplishing,  both  academically  and  through  co-­‐curricular   events.    In  order  to  translate  that  amazement  into  shaping  Toronto,  we  need  to   develop  deeper  and  more  appropriate  channels  for  organizations  and  individuals  to   become  involved  in  the  daily  operations  of  the  School,  and  for  our  students  to   become  more  involved  in  the  life  of  local  organizations.    The  future  face  of  business  

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